ACADEMIC QUALIFICATIONS FRAMEWORK - bucks.ac.uk
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
AC A D EM I C
QUAL IF I C ATIONS
F R A ME WO R K
bucks.ac.ukContents Purpose Statement ............................................................................................................. 3 Applicability and Scope ...................................................................................................... 3 Responsibilities .................................................................................................................. 4 National Qualification and Credit Frameworks ................................................................. 4 Features of academic programmes at Bucks ................................................................... 4 Award titles and programme naming conventions ............................................................. 5 Mode and Regime of Delivery ........................................................................................... 5 Learning outcomes ............................................................................................................ 6 Academic levels ................................................................................................................ 6 The use of academic credit................................................................................................ 7 Modules............................................................................................................................. 8 Intermediate and exit qualifications.................................................................................... 8 Study Abroad, Work Experience or Placement opportunities ........................................... 10 Academic Qualifications Framework ............................................................................... 10 Foundation year programmes.......................................................................................... 10 Undergraduate programmes............................................................................................ 11 Postgraduate taught programmes ................................................................................... 13 Professional and short course programmes..................................................................... 13 Appendix 1: Table of current approved qualifications ................................................... 14 Appendix 2: Course Structure Models ............................................................................ 16 Undergraduate Framework ................................................. Error! Bookmark not defined. Postgraduate Framework ................................................... Error! Bookmark not defined. Approved by: Senate Date first published: Sep-2015 Version No. 1.3 Date updated: Sep-2019 Owner: Academic Registry Review Date: Sep-2021 This document has been designed to be accessible for readers. However, should you require the document in an alternative format please contact the Academic Registry. © 2017 Buckinghamshire New University
Academic Qualifications Framework Appendix 3: Degree Apprenticeships .............................................................................. 17 Appendix 4: Explanation of terms and abbreviations .................................................... 18 Note: Hyperlinks have been provided for ease of reference. For other documents please see the Policies page on the main University website (http://bucks.ac.uk/about-us/governance- and-policies/policies) or visit the Academic Advice webpages (http://bucks.ac.uk/students/academicadvice) Buckinghamshire New University Page 2 of 19
Purpose Statement
1 The purpose of the Academic Qualifications Framework is to set out the framework for
all taught academic programmes of study offered by the University.
2 The framework defines the parameters within which all taught academic programmes
are designed. Specifically, it covers:
a Qualification titles offered by the University; and,
b The structure, level and credit requirements for each qualification.
3 The framework is designed to:
a Provide reference points against which University qualifications can be defined and
benchmarked;
b Ensure consistency in the use of qualification titles; and,
c Enable a common understanding of the characteristics and achievements
represented by a qualification of the University.
4 In implementing this framework, reference may need to be made to the following
University procedures and / or regulations:
a Academic Assessment Regulations;
b Accreditation of Prior Learning (APL) Policy and Procedure;
c Approval of Academic Provision;
d Assessment of Students;
e Certification and Transcript Procedure.
Applicability and Scope
5 This framework applies to all taught academic qualifications, including foundation,
undergraduate and postgraduate programmes of study validated and awarded by the
University for delivery in the UK and / or overseas. It applies to all modes and regimes
of delivery. 1
6 The only exceptions to this framework are where changes are necessary to meet
professional, statutory and regulatory body (PSRB) requirements, normally for
accreditation purposes. These requirements will be additional to and will supersede
the regulations in this framework and will be detailed in Programme Specifications and
agreed at validation.
7 This framework does not apply to honorary degrees or other honorary qualifications as
these are not academic awards.
1 This framework also covers the structure of the taught Professional Doctorate in general terms
although this qualification is awarded by the University’s research degree awarding body. This
framework will be superseded by any requirement of the research degree awarding body.
Buckinghamshire New University Page 3 of 19Academic Qualifications Framework
Responsibilities
8 This framework is owned by the Academic Registry on behalf of the University. All
queries relating to interpretation of the framework should be directed to it.
National Qualification and Credit Frameworks
9 The Academic Qualifications Framework is aligned to The Frameworks for Higher
Education Qualifications of UK Degree-Awarding Bodies which is published by the
QAA.
10 Through alignment to the FHEQ, the Framework is also aligned to the Framework for
Qualifications of the European Higher Education Area (FQ-EHEA), established through
the Bologna Process, which provides a mechanism for relating the qualifications
frameworks of different European countries to each other and promotes learner and
graduate mobility across Europe.
11 Credit frameworks are threshold reference points for designing and approving
academic programmes where credit is awarded, and bring consistency of approach to
its use.
12 The Higher education credit framework for England: guidance on academic credit
arrangements in higher education in England provides guidance on the use of credit in
the design of programmes leading to the main higher education qualifications in the
FHEQ. This has been used to define the University’s level and credit requirements for
its programmes of study.
13 In addition to these documents, the QAA publishes supporting resources on the
characteristics of the following qualifications which may be used as additional
reference points:
a Doctoral degree Characteristics Statement (including the Professional Doctorate);
b Master’s Degree Characteristics Statement;
c Foundation Degree Characteristics Statement;
d Qualifications involving more than one degree-awarding body.
Features of academic programmes at Bucks
14 All University qualifications must present a coherent programme of study which is
detailed in an approved Programme Specification which is agreed at validation.
15 Qualifications will consist of a series of positively-defined, programme-specific learning
outcomes that must be achieved before the specific award can be conferred.
16 Programme learning outcomes must be set at the relevant level defined in the
framework for the award of a qualification set at that level.
17 Achievement is demonstrated through the attainment of academic credit for modules
which are mapped against relevant and specific programme learning outcomes. Only
core modules should be mapped to learning outcomes; optional modules may
Buckinghamshire New University Page 4 of 19Academic Qualifications Framework
contribute but are not always delivered and therefore may not be a requirement for
achievement.
Award titles and programme naming conventions
18 The programme name and award title should generally reflect the following
convention:
[Level of qualification, e.g. ‘Master of’] [generic field of study, e.g. ‘Arts’] [name of
subject area], e.g. Master of Arts Business Management.
This will be abbreviated to MA Business Management. 2
19 A list of approved qualifications (including their abbreviated forms) is provided at
Appendix 1: Table of approved qualifications.
20 For bachelor honours degrees, the words ‘with Honours’ must appear in both the
award title and in the programme name immediately after the generic field of study,
e.g. Bachelor of Arts with Honours Business Management. This will be abbreviated to
BA (Hons) Business Management.
21 The generic field of study indicator will be dictated by the principal discipline of study
for the programme.
22 In determining the name of subject area to be used in the programme name,
consideration should be given to the following:
• The extent of specialisation within the programme in terms of aims and learning
outcomes
• The extent of professional or employment demands for the specific title
• The potential for misunderstanding or misinterpretation by students or employers
• The long-term life expectancy of the title, especially when this is driven by current
market demands
• The perception of usage from a national and international perspective
Note: The University no longer permits the use of brackets in its award titles. Pathways
may be used for such courses although all awards will be given in the parent title.
23 All award titles must be approved by Senate through the University’s Approval of
Academic Provision process.
Mode and Regime of Delivery
24 Each award will have an associated regime of delivery which governs how the
programme will be delivered. The regime of delivery will also help determine the mode
of delivery (full or part-time).
25 The University recognises the following regimes of delivery:
a Attendance: An attendance programme will be delivered to students face to face
in a traditional teaching environment at one or more of the University’s campuses,
2The formulation “Master in…” should be used to distinguish an Integrated master’s degree (e.g.
MArt, MSci) where there is a similarly titled postgraduate degree (e.g. MA, MSc). Where there is no
equivalent postgraduate degree the title will be “Master of…”(e.g. MEng, MOst)
Buckinghamshire New University Page 5 of 19Academic Qualifications Framework
or those of its educational partners. An attendance programme can be delivered
as either full or part-time.
b Work-based Learning (WBL): Work-based learning programmes bring together
the University and a work organisation to deliver a learning opportunity in the
workplace. Students are employees first whose programme is embedded in the
workplace. All work-based learning programmes are by definition considered to be
part-time regardless of the number of credits delivered in a particular timescale. A
degree apprenticeship is an example of a work-based learning programme.
c Flexible & Distributed Learning (FDL): An FDL programme will be delivered
and/or assessed through means which generally do not require a student
physically to attend classes or sessions at particular times and/or locations. Such
provision includes distance learning, e-learning, and blended learning
programmes (which combine traditional classroom based teaching with online
delivery) and may or may not involve an educational partner. An FDL programme
may be full-time or part-time.
Learning outcomes
26 A learning outcome is a concise statement that describes what a learner will be able to
do as a result of the learning undertaken.
27 Learning outcomes can be set at both programme (a ‘programme learning outcome’)
and module (‘module learning outcome’) levels. They should be set at the minimum
level of achievement (the ‘threshold level’).
28 For most programmes at the University, learning outcomes are linked to one of the
University’s four Graduate Attributes 3:
a Knowledge and its application;
b Creativity;
c Social and ethical awareness and responsibility;
d Leadership and self-development.
29 For some degree apprenticeship programmes, learning outcomes will instead be
driven by the Knowledge, Skills, and Behaviours as defined by the relevant
Apprenticeship Standard.
Academic levels
30 The FHEQ is part of an overall National Qualification Framework (NQF) which sets out
a hierarchy of qualifications from levels 1-8.
31 The FHEQ itself covers higher education qualifications, i.e. qualifications from levels 4
(Certificate of Higher Education) to 8 (Doctoral degrees). These correspond to the
three qualification cycles specified in the FQ-EHEA.
3 See: https://bucks.ac.uk/__data/assets/pdf_file/0023/18185/The-Bucks-Graduate-Attributes.pdf
Buckinghamshire New University Page 6 of 19Academic Qualifications Framework
32 The table below specifies the typical higher education qualifications awarded at each
level within the FHEQ:
Typical higher education qualifications FHEQ level Corresponding
awarded within each level FQ-EHEA cycle
Doctoral degrees (e.g. PhD, EdD, DNurs etc.) Third cycle (end of
8 cycle)
qualifications
Master’s degrees (e.g. MPhil, MRes, MA, MSc) Second cycle (end
of cycle)
Integrated master’s degrees (e.g. MEng)
qualifications
7
Postgraduate diplomas (PGDip)
Postgraduate certificates (PGCert)
Bachelor’s degrees with honours (e.g. BA/BSc First cycle (end of
Hons) cycle)
qualifications
Bachelor’s degrees (Ordinary degrees) 6
Graduate diplomas
Graduate certificates
Foundation degrees (e.g. FdA, FdSc) Short cycle (within
or linked to the
Diplomas of Higher Education (DipHE)
5 first cycle)
Higher National Diplomas (HND) awarded qualifications
under licence from Pearson
Higher National Certificates (HNC) awarded
under licence from Pearson 4
Certificates of Higher Education (CertHE)
33 The FHEQ describes the general achievement expected of holders of the main
qualification type at each level. The University is required to ensure that for each of its
qualifications the requirements of the framework have been met. This alignment will be
tested through validation.
34 All programmes of study offered by the University must be located at the
corresponding level for that qualification and aligned with the relevant descriptor in the
FHEQ. Again, this will be checked and confirmed at validation.
The use of academic credit
35 Credit is used by the University as a means of measuring the amount of learning
expected for its qualifications and their intellectual demand. The University has
adopted the convention that one credit is the equivalent to ten notional hours of
learning.
36 The University has defined the credit values of each of its qualifications. These are
provided under the relevant part of the Academic Framework below (see pages 10
following). All taught programmes of study must be structured using these credit
values.
Buckinghamshire New University Page 7 of 19Academic Qualifications Framework
37 The University expects that a full-time undergraduate programme will comprise 120
credits per year, which is the equivalent of 1,200 notional learning hours. A typical
undergraduate programme is divided into 2 semesters of approximately 60 credits of
learning.
38 A full-time postgraduate programme will instead comprise 180 credits per year, which
is the equivalent of 1,800 notional learning hours, and which will be delivered across
twelve months. A typical postgraduate programme is divided into 2 semesters with the
addition of a third, summer period. Each study period will comprise approximately 60
credits of learning.
39 Other structures are possible, but course teams will need to demonstrate how the
volume of learning may be divided across the timescale indicated. This will be tested
at validation.
40 A variety of course structure modules are available at Appendix 2: Course Structure
Models.
Modules
41 A module is a discrete unit of learning set at a specified level which leads to the award
of academic credit and / or which contributes to a programme or qualification.
42 A module descriptor will define:
• The overall aims or objectives of the module;
• The level at which the unit is to be delivered;
• The learning outcomes to be demonstrated and the method of delivery;
• The volume of credit to be achieved, representing a notional volume of study; and,
• The means of assessment by which learning outcomes will be achieved,
demonstrated and credit awarded.
43 A module will normally be delivered as part of a broader programme; it is expected that
achievement of the module will contribute to achievement of an overarching
programme learning outcome(s). Mapping of modules to programme learning
outcomes will be undertaken as part of validation.
44 The University has specified module credit sizes for its qualifications. Programmes of
study should typically be constituted as comprising either 15 or 30 credit modules.
Master’s dissertation modules will normally comprise 60 credits of learning. Exceptions
to this structure must be evidenced and agreed at validation along with any supporting
assessment regulations required.
45 Modules should be delivered as semester-long in accordance with the normal pattern
of attendance. This makes allowance for mid-year intakes. Other delivery modules,
e.g. weekend delivery should be specified and agreed at validation.
Intermediate and exit qualifications
46 Intermediate and exit qualifications are separate qualifications which can be awarded
at a specific stage or level part of the way through a longer programme of study.
a An intermediate qualification can be registered for at the outset of study, e.g. a
student can choose only to study for a PGDip on certain Master’s courses;
Buckinghamshire New University Page 8 of 19Academic Qualifications Framework
b An exit qualification is a qualification awarded for which the student has not
registered for at the outset of study, e.g. a CertHE awarded to a student who has
withdrawn from their degree programme.
47 Both intermediate and exit qualifications will have specific programme learning
outcomes defined in the Programme Specification for the relevant level of the
qualification. All programme learning outcomes must be achieved before a qualification
can be conferred.
48 Intermediate qualifications will be specified as entry routes in a programme
specification and will be allocated a course code on the University’s student records
system.
49 Exit qualifications will not be specified as entry routes and will not have a separate
course code but such qualifications will be defined in the relevant programme
specification as named exit awards that can be conferred for that named programme.
50 The University recognises the following exit qualifications for its undergraduate
programmes:
• A Certificate of Higher Education (CertHE) for a student who has completed the
specified programme learning outcomes and achieved 120 credits at Level 4;
• A Diploma of Higher Education (DipHE) for a student who has completed the
specified programme learning outcomes and achieved a combined total of 240
credits comprising 120 credits at Level 4 and 120 credits at Level 5;
• An Ordinary degree for a student who has completed the specified programme
learning outcomes and achieved a combined total of 300 credits comprising 120
credits at Level 4, 120 credits at Level 5, and 60 credits at Level 6.
• An Honours degree (i.e. with classification) for a student who has completed the
specified programme learning outcomes and achieved a combined total of 360
credits comprising 120 credits at Level 4, 120 credits at Level 5, and 120 credits at
Level 6. Note: This will only apply to students studying for an Integrated master’s
degree.
51 The University recognises the following exit qualifications for its postgraduate
programmes:
• A Postgraduate Certificate (PGCert) for a student who has completed the
specified programme learning outcomes and achieved 60 credits at Level 7;
• A Postgraduate Diploma (PGDip) for a student who has completed the specified
programme learning outcomes and achieved 120 credits at Level 7.
52 Intermediate and exit qualifications must not use credits from a higher level to make
up for any credit deficit at a lower level as credits are mapped against achievement of
specific programme learning outcomes. Students who are not eligible for an
intermediate or exit qualification will be awarded credits only. This is further detailed in
the University’s Academic Assessment Regulations.
53 Unless detailed in the Programme Specification and approved at validation,
intermediate and exit qualifications will be given in the title of the parent qualification.
Buckinghamshire New University Page 9 of 19Academic Qualifications Framework
Study Abroad, Work Experience or Placement opportunities
54 A period of study abroad, work experience or placement may be offered as part of a
programme. This will either be:
• In addition to the normal minimum period of registration for a programme; or,
• Integral to the programme with activities specified as modules with measurable
learning outcomes, assessed activities and assigned credit point values.
55 The University subscribes to the Erasmus+ European exchange programme. This
allows selected students to study the equivalent of 60 or 120 credits with a European
or overseas partner higher education institution and to be assessed by the local
University.
56 Where student achievement during study abroad and / or placement is taken into
account in determining eligibility for qualification and classification (including
intermediate and exit qualifications) the following must be specified:
a How the opportunity contributes towards the achievement of programme learning
outcomes; and,
b How the standard criteria for the calculation of the overall weighted average for a
qualification should be calculated.
57 Arrangements for such opportunities will be approved via a comprehensive mapping
exercise in accordance with the University’s APL process.
Academic Qualifications Framework
Foundation year programmes
58 A Foundation ‘Level 0’ is a pre-Level 4 year to prepare students for study. It has no
award of its own but may be validated as an integral part of a four-year course leading
to the award of a bachelor’s degree with honours, or separately as a stand-alone
programme.
Note: Except for programmes where there may be specific PSRB regulations, a
Foundation Year will be approved for all undergraduate degree programmes.
59 Each Foundation Programme module will be assigned an indicative credit value to a
total of 120 credits with 1 credit being equivalent to 10 notional learning hours (i.e.
1200 notional learning hours in total). Credits will not be set at an academic level of
achievement but will instead be identified as ‘Level 0’.
60 A typical Foundation year programme will consist of four modules representing the
equivalent of 300 notional learning hours each. Modules will be semesterised to permit
mid-year intakes.
Integrated programmes
61 An integrated foundation year must represent a coherent part of the programme (or
programmes) to which it is linked. Accordingly, each integrated foundation year must
have a subject-specific component in addition to skills components.
Buckinghamshire New University Page 10 of 19Academic Qualifications Framework
62 Successful achievement of the integrated foundation year will enable automatic
progression to Level 4 (i.e. Year 1 of a standard full-time undergraduate degree
programme or its equivalent).
63 Integrated foundation years will be governed by the University’s Academic
Assessment Regulations.
Stand-alone programmes
64 Schools may validate a stand-alone Foundation Programme to prepare students for
study at the University. The programme may combine specific academic study, English
language and study skills. The International Foundation Year is an example of a stand-
alone Foundation Programme.
65 Successful achievement of a stand-alone Foundation Programme will result in a
Certificate of Achievement. Programme Specifications may permit entry to study
specific awards on successful completion of the Foundation Programme where this is
a stand-alone programme.
66 Regulations regarding the maximum registration, suspension, the use of referral and
compensation 4, and any other specific requirements must be written into the
Programme Specification.
Undergraduate programmes
67 All undergraduate programmes are required to be structured as follows:
Qualification FHEQ Nominal Total 7 6 5 4 0
level study credits (Hrs)
period5
Integrated master’s 7 4 years 480 120 120 120 120
degree with (45
honours months)
Bachelor’s degree 6 3 or 4 360 120 120 120 1200
with honours years (33
(with optional or 45
integrated months) 6
Foundation Year)
4 ‘Referral’ and ‘compensation’ are defined in the Academic Assessment Regulations document.
5 The nominal study period is based on the length of the academic session as being 9 months long
with an additional 3 months between Levels, i.e. summer vacation. This does not include any
additional referral periods beyond the end of the stated end of the programme, e.g. the summer
period beyond the end of a bachelor’s degree programme.
6 A Bachelor’s degree may also be offered in an ‘accelerated’ format, typically across two full 12
month study periods containing 180 credits drawn from Levels 4-5 and 5-6 respectively. This will be
accommodated via an additional ‘third’ semester during the standard summer vacation between
Levels. The academic requirements for the programme will remain the same but resourcing issues,
including eligibility for student funding and student fees limitations will need to be carefully considered
at the business case stage. Consideration should also be given to the availability of reassessment
opportunities and the expected student profile.
Buckinghamshire New University Page 11 of 19Academic Qualifications Framework
Qualification FHEQ Nominal Total 7 6 5 4 0
level study credits (Hrs)
period5
Bachelor’s degree 6 3 years 300 60 120 120
without honours (33
(Ordinary degree) months)
Graduate diploma 6 1 year (9 120 120
months)
Graduate 6 4.5 60 60
certificate months
Foundation degree 5 2 years 240 120 120
Diploma of Higher (21
Education months)
Higher National
Diploma
Higher National 4 15 months 150 30 120
Certificate
Certificate of 4 1 year (9 120 120
Higher Education months)
68 Bachelor’s degrees with honours must contain a dissertation / project or similar piece
of work at Level 6 as one method of demonstrating independent learning.
Optional modules
69 Qualifications may contain all core modules should this be deemed necessary by the
course team.
70 Where optional modules are proposed, the following restrictions will apply:
a No optional modules are permissible at Level 4;
b Up to 30 credits may be designated as optional at Level 5, with modules selected
from an approved list;
c Up to 60 credits may be designated as optional at Level 6 (and Level 7 for an
Integrated master’s degree), with modules selected from an approved list;
d Optional modules must not be mapped against programme learning outcomes.
71 Where optional modules are available, curriculum development teams should be
mindful of the viability thresholds in relation to the number of optional modules from
which students may choose. Optional modules will only run where it is viable to do so;
this should be made clear in all student and applicant-facing materials.
Buckinghamshire New University Page 12 of 19Academic Qualifications Framework
Postgraduate taught programmes
72 All postgraduate taught programmes are required to be structured as follows:
Qualification FHEQ Nominal study Total 8 7
level period credits
Professional 8 4 years 540 390 150
doctorates (48 months)
Master’s degrees 7 1 year 180 180
(12 months)
Postgraduate 7 9 months 120 120
diplomas
Postgraduate 7 4.5 months 60 60
certificates
73 Master’s degrees must contain a dissertation / project or similar piece of work at Level
7 as one method of demonstrating independent learning. The project should normally
comprise 60 credits and will represent the culmination of the programme of study.
74 The structure and regulations for Professional doctoral programmes are specified in
the Professional Doctorates: Framework and Regulations document. Professional
Doctorates are awarded under Research Degree Awarding Powers (RDAP) of the
University’s validating body.
Professional and short course programmes
75 A Short Course, occasionally referred to as a Professional Course or a Professional
Short Course, is a type of short learning programme through which a learner may or
may not be awarded academic credit, but which does not lead to a nationally
recognised HE award as defined within the FHEQ. For details of the distinction
between credit and non-credit-bearing short courses please see: Short Course
Approval Process.
76 Short courses will be validated each on its own module basis, with 1 credit = 10 hours
of learning. Where required, short courses could include more than one module, but
the course title will be derived solely from the subject area e.g. “Project management”.
77 A University-wide Certificate template will be used for non-credit bearing and credit
bearing short courses, and will include the phrase “Professional & Short Course
Programmes”.
Buckinghamshire New University Page 13 of 19Academic Qualifications Framework
Appendix 1: Table of current approved qualifications
Abbreviation Full name of qualification
BA Bachelor of Arts
BSc Bachelor of Science
Cert Certificate
CertHE Certificate of Higher Education
Dip Diploma
DipHE Diploma of Higher Education
DMS Diploma in Management Studies
DNurs Doctor of Nursing 7
DSW Doctor of Social Work 8
EdD Doctor of Education 9
FDA Foundation Degree Arts
FDSc Foundation Degree Science
GradCert Graduate Certificate
GradDip Graduate Diploma
HNC Higher National Certificate 10
HND Higher National Diploma 11
LLB Bachelor of Laws
LLM Master of Laws
MA Master of Arts
MArt 12 Master in Arts
MBA Master of Business Administration
MCM Master of Communications Management
MEng Master of Engineering
MOst 13 Master of Osteopathy
MPhil 14 Master of Philosophy
MSc Master of Science
MSci 15 Master in Science
7 Awarded by Coventry University
8 Awarded by Coventry University
9 Awarded by Coventry University
10 Awarded under licence from Pearson
11 Awarded under licence from Pearson
12 Integrated master’s degree
13 Integrated master’s degree
14 Use of the title MPhil is restricted to research degrees and is awarded by the University’s validating
partner for Research Degrees (currently University of Staffordshire)
15 Integrated master’s degree
Buckinghamshire New University Page 14 of 19Academic Qualifications Framework Abbreviation Full name of qualification PGCert Postgraduate Certificate PGDip Postgraduate Diploma PhD / DPhil 16 Doctor of Philosophy 16 Use of the titles PhD and DPhil is restricted to research degrees and is awarded by the University’s validating partner for Research Degrees (currently University of Staffordshire) Buckinghamshire New University Page 15 of 19
Academic Qualifications Framework
Appendix 2: Course Structure Models
Note: Teams should use semester-long modules to enable efficiency of delivery, facilitate
sharing of modules between programmes and cater for multiple programme intakes within
an academic year.
Table 1: Typical Undergraduate Full-Time Framework
Semester 1 Semester 2
60 Credits in combination of 15 and/or 30 60 Credits in combination of 15 and/or 30
credit modules, for example: credit modules, for example:
• 2x 30 credit modules • 2x 30 credit modules
• 4x 15 credit modules • 4x 15 credit modules
• 1x 30 and 2x 15 credit modules • 1x 30 and 2x 15 credit modules
Table 2: Accelerated Undergraduate Framework
Semester 1 Semester 2 Semester 3 (Summer)
60 Credits in combination of 60 Credits in combination of 60 Credits in combination of
15 and/or 30 credit modules 15 and/or 30 credit modules 15 and/or 30 credit modules
Table 3: Typical Postgraduate Full-Time Framework
Semester 1 Semester 2 Semester 3 (Summer)
60 Credits
60 Credits (typically 2x 30 60 Credits (typically 2x 30
1x 60 credit Dissertation /
credit modules) credit modules)
Project module
Buckinghamshire New University Page 16 of 19Academic Qualifications Framework
Appendix 3: Higher and Degree Apprenticeships
An apprenticeship is defined as a genuine job with an accompanying skills development
programme / qualification as specified on the published Apprenticeship standard.
The University has published a Curriculum Guide and Framework for Programme
Development to support the development of apprenticeship programmes and has agreed
framework modules to be incorporated in programmes alongside subject-specific content.
All degree apprenticeships are defined as work-based learning programmes and the mode
of delivery will therefore be part-time.
• A ‘higher apprenticeship’ refers to all apprenticeships that include the achievement of
academic / vocational qualifications from Level 4 (CertHE) up to bachelor’s and master’s
degrees at Levels 6-7
• A ‘degree apprenticeship’ is the latest model to be developed as part of higher
apprenticeship standards whereby an apprentice can achieve a full bachelor’s or
master’s degree (Levels 6 and 7) as a core component of the apprenticeship
Higher and degree apprenticeships must last a minimum of one-year; degree
apprenticeships will typically last up to four years in duration.
Although an apprenticeship will specify a related qualification to be achieved, that
qualification is independent of the apprenticeship itself. As such it is possible for the same
qualification to be delivered as part of an apprenticeship and in its own right. However, the
student undertaking the qualification separately must meet the requirements of the stand-
along programme, i.e. they must be in employment and be facilitated by their employer to
undertake the programme and support their studies (as with all work-based learning
programmes). For ease of reference where programme documentation refers to an
apprentice this will include all students enrolled on the programme regardless of whether or
not they are also registered for an apprenticeship.
Buckinghamshire New University Page 17 of 19Academic Qualifications Framework
Appendix 4: Explanation of terms and abbreviations
The following table provides an explanation of some of the terms and abbreviations used
throughout this document.
Abbreviation or Definition
Term
CAP Course Amendment Panel
Credit Credit is awarded to a learner in recognition of the verified
achievement of designated learning outcomes at a specified level
Credit A process of achieving credits over time in relation to a planned
accumulation programme of study.
Credit level An indicator of the relative complexity, demand and / or depth of
learning and of learner autonomy
Credit value The number of credits, at a particular level, assigned to a body of
learning. The number of credits is based on the estimated notional
learning hours (where one credit represents 10 notional hours of
learning)
Cycles Sequential levels identified by the Bologna process within which all
European higher education qualifications are located
Degree-awarding A UK higher education provider with the power to award degrees
body
Exit qualification A qualification which may be awarded on completion of an
intermediate point of studies in a longer programme of study (when
a student leaves the programme) but for which the student has not
registered at the outset
FHEQ The Framework for Higher Education Qualifications of Degree-
Awarding Bodies in England, Wales and Northern Ireland
FQ-EHEA A Framework of Qualifications of the European Higher Education
Area
FTE Full time equivalent. The number of credits studied in one year
expressed as a decimal, e.g. 120 undergraduate credits in one
year is the equivalent of 1 FTE
Intermediate A separate qualification which can be awarded at a specific stage
qualification or level part of the way through a longer programme of study and
for which a student can register at the outset of study
Learning outcome A learning outcome is a concise statement of an educational
objective that describes what a learner will be able to do as a result
of the learning undertaken
Level One of a series of sequential stages against which qualifications
can be positioned
Level descriptor A statement of the generic characteristics of outcomes of learning
at a specific level of a qualifications framework, used as a
reference point.
Module A module is a discrete unit of learning at a specified level leading
to the award of credit and / or which contributes to a qualification
Buckinghamshire New University Page 18 of 19Academic Qualifications Framework
Abbreviation or Definition
Term
Module descriptor A module descriptor outlines the intended learning outcomes for a
module and the teaching and assessment strategy to show that
learning outcomes have been achieved.
Notional Learning The number of hours which it is expected that a learner (at a
Hours particular level) will spend, on average, to achieve the specified
learning outcomes at that level.
Programme (of An approved course of study that provides a coherent learning
study) experience.
Programme A concise description of the intended learning outcomes from a
Specification programme of study, and how these outcomes can be achieved
and demonstrated
PSRB Professional, statutory and regulatory body: An organisation
authorised to accredit, approve or recognise specific programmes
in the context of the requirements of that PSRB
QAA Quality Assurance Agency
Qualification A degree, diploma or certificate awarded by a competent authority,
e.g. a degree-awarding body, in recognition that specified
programme learning outcomes have been achieved following the
successful completion of a recognised programme of study
Qualification Generic statements of the outcomes of study for the main
descriptors qualification at each level which exemplify the nature and
characteristics of that qualification.
Stage A period of study on a programme; typically one of several such
periods.
Threshold level The minimum acceptable level of achievement that a student has
to demonstrate to be eligible for an academic award.
UK Quality Code The UK Quality Code for Higher Education sets out the
Expectations that all UK higher education providers are required to
meet. It is the nationally-agreed, definitive point of reference for all
those involved in delivering higher education programmes which
lead to an award from, or are validated by, a UK degree-awarding
body.
Validation Validation is the process by which the University judges that a
programme is of an appropriate quality and standard to lead to its
award being approved.
Buckinghamshire New University Page 19 of 19You can also read
